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The C2 Proficiency Cambridge English exam is one of the most demanding English exams out there... but I guess that's one of the reasons you've decide to take it, right?
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The structure not only… but also is a particularly useful grammatical construction for Cambridge English exams. It allows you to connect two related ideas while placing emphasis on both of them.
Although it can be used in spoken English, it is more common in written English, making it especially useful in the Writing paper of the B2 First, C1 Advanced and C2 Proficiency exams.
It is also a structure worth learning because it demonstrates your ability to use more sophisticated ways of linking ideas. However, there are several grammatical rules to remember, and students often make small mistakes when trying to use it.
Let’s look at how it works and how you can use it accurately.
1. When do we use ‘not only… but also’?
We use not only… but also to emphasise two complementary aspects of the same subject or situation.
For example:
Not only is YouTube entertaining, but it is also educational.
Here, we are emphasising two positive qualities of YouTube: it is entertaining and educational.
We could simply say that YouTube is entertaining and educational, but the not only… but also construction gives the sentence greater emphasis and creates a more sophisticated structure.
An important point to remember is that the two elements should be complementary and logically consistent. In the examples below, both qualities are positive:
Not only is the course informative, but it is also highly practical.
Not only is exercise beneficial for our physical well-being, but it also improves our mental health.
The structure can also emphasise two negative aspects:
Not only have they broken the vase, but they’ve also spilled wine on the carpet.
Both events are undesirable, and the construction highlights the fact that one unfortunate incident has been accompanied by another.
2. Remember to use inversion in the first clause
This is probably the most common mistake students make with this structure.
When not only introduces the first clause, we must use inversion. In other words, we change the usual word order by placing the auxiliary verb before the subject.
Compare:
Incorrect: Not only YouTube is entertaining, but it is also educational.
Correct: Not only is YouTube entertaining, but it is also educational.
Notice the position of the verb is. It comes before the subject YouTube.
Here are some more examples:
Not only is the city expensive, but it is also extremely crowded.
Not only are these measures ineffective, but they are also costly.
Not only have we wasted time, but we’ve also spent a considerable amount of money.
The type of inversion depends on the verb tense and the grammatical structure of the sentence.
If you are using the verb to be, you simply place it before the subject:
Not only is the film entertaining, but it is also thought-provoking.
If you are using another verb in the present or past simple, you generally need the auxiliary verb do, does or did:
Not only does investing in renewable energy reduce carbon emissions, but it also creates jobs.
In this example, does comes before the subject investing in renewable energy. The main verb, reduce, remains in its base form.
3. Don’t use inversion in the second clause
Another frequent mistake is to use inversion in both clauses.
Remember that inversion is required after not only, but not after but also.
For example:
Not only does investing in renewable energy reduce carbon emissions, but it also creates jobs.
The second clause follows normal word order: subject (it), auxiliary verb (does), and main verb (create).
The following sentence is incorrect:
Not only does investing in renewable energy reduce carbon emissions, but also does it create jobs.
We don’t need to invert the second clause.
This is an important distinction. Students sometimes remember that inversion is necessary but then apply it to the wrong part of the sentence, or use it in both clauses.
4. You don’t always need to repeat the subject and verb
In some sentences, repeating the subject and verb in the second clause is unnecessary. This is particularly common when the two elements are closely related.
For example:
Not only is exercise good for our physical well-being, but also our mental health.
The second clause does not contain a subject or a verb. We understand that exercise is also good for our mental health.
We could write:
Not only is exercise good for our physical well-being, but it is also good for our mental health.
However, this version repeats information that is already clear from the first clause. The shorter version is more concise and avoids unnecessary repetition.
The same principle applies when the two elements share the same action:
Not only have they broken the vase, but also the mirror.
Here, we don’t need to repeat they have broken because the meaning is perfectly clear.
This is a useful way of making your writing more concise and avoiding unnecessarily repetitive sentences.
5. Make sure you use parallel structures
This is another important point, particularly when using this construction in your writing.
Parallelism means that the two elements connected by not only… but also should follow the same grammatical pattern.
For example, if you use adjectives in the first part, you should use an adjective in the second part:
Not only is YouTube entertaining, but it is also educational.
Both entertaining and educational are adjectives.
Similarly, if you use nouns, you should generally use nouns in both parts:
The course provides not only practical advice but also valuable information.
And if you use verbs, make sure the two parts are grammatically consistent:
Not only does the policy reduce pollution, but it also improves public health.
Notice that both verbs are in the present simple: reduce and improves.
This brings us to another important aspect of parallelism: maintaining consistent verb tenses.
For example:
Not only did the company reduce its prices, but it also improved the quality of its products.
Both actions are in the past simple.
And in the present perfect:
Not only have they introduced new regulations, but they have also invested in renewable energy.
Both actions are in the present perfect.
When constructing sentences with this structure, pay attention to the grammatical form of both elements. They should be balanced and consistent.
6. Where should you place ‘also’?
One final detail worth remembering concerns the position of also.
We do not separate not only in the first clause. However, we can separate but and also in the second clause by placing also after the verb.
For example:
Not only is the city beautiful, but it is also relatively inexpensive.
Or:
Not only have they broken the vase, but they’ve also damaged the furniture.
However, when we omit the repeated subject and verb, also can appear directly before the second element:
Not only have they broken the vase, but also the mirror.
Both patterns are possible. The choice depends on whether you repeat the subject and verb in the second clause.
Summary: Six things to remember
Before using not only… but also in your Cambridge English exam, make sure you remember these six points:
Use it to emphasise two complementary ideas. The two elements should be logically consistent.
Use inversion after not only. Remember to place the auxiliary verb before the subject.
Don’t use inversion after but also. The second clause follows normal word order.
Avoid unnecessary repetition. You don’t always need to repeat the subject and verb in the second clause.
Use parallel structures. Make sure the two elements have a consistent grammatical form and, where relevant, matching verb tenses.
Pay attention to the position of also. It normally comes after the verb when the second clause is complete.
Final advice for your Cambridge English exam
The not only… but also construction is a useful way of making your writing more sophisticated, particularly when you want to emphasise two related arguments or advantages.
For example, in an essay about the benefits of investing in public transport, you could write:
Not only would greater investment in public transport reduce traffic congestion, but it would also help to improve air quality.
This is a natural and effective way of connecting two arguments without simply listing them.
You can use advanced grammatical structures in the B2 First exam as well as in C1 Advanced and C2 Proficiency. The important thing is to use them accurately and appropriately. There is little benefit in attempting a sophisticated construction if you cannot control its grammar.
So, practise creating your own examples, paying particular attention to inversion and parallelism. Once you are comfortable with the structure, it can become a very useful addition to your grammatical repertoire.
For more help with grammar structures like this, check out my Essential Grammar course.
What is the most useful grammatical construction you can use in your Cambridge English exam? Conditionals? Relative clauses? Cleft sentences? Perhaps reported speech?
All of these structures are important, particularly if you’re preparing for C1 Advanced (CAE) or C2 Proficiency (CPE). However, in my opinion, there’s one grammatical construction that is more useful than all the others: the passive voice.
Why? Because you can use it in almost every part of the Cambridge English exams. It appears frequently in Reading and Use of English, it’s particularly useful in formal writing, and you can even use it naturally in the Speaking paper.
Having helped thousands of students prepare for Cambridge English exams over more than 23 years, I’ve seen just how useful this structure can be.
And the good news is that it’s not particularly difficult to learn. The real challenge is knowing when and how to use it appropriately.
Let’s look at why the passive voice is so important and how you can use it to improve your performance in your Cambridge English exam.
1. The passive voice in Reading and Use of English
One of the reasons I consider the passive voice so useful is that it appears regularly in the Reading and Use of English paper, particularly in Part 4: Key Word Transformations.
If you’re not familiar with this task, you’re given a sentence, a key word and a second sentence with a gap. You have to complete the second sentence using the key word without changing it, ensuring that the meaning remains as similar as possible to the original.
Let’s look at an example from a C1 Advanced sample test.
Original sentence:
They say a visitor to the National Gallery damaged an eighteenth-century painting.
Key word: ALLEGED
Second sentence:
A visitor to the National Gallery __________ an eighteenth-century painting.
The answer is:
A visitor to the National Gallery is alleged to have damaged an eighteenth-century painting.
Notice the grammatical construction: is alleged to have damaged.
This is a passive reporting structure. We use it when reporting what people generally say, believe or claim about something without identifying a specific person making the statement.
Here’s another example, this time from a C2 Proficiency sample test.
Original sentence:
The driver instructed passengers to move down the bus.
Key word: WAY
Second sentence:
Passengers __________ down the bus by the driver.
The answer is:
Passengers were instructed to make their way down the bus by the driver.
Here, the passive voice is relatively straightforward. The subject of the original sentence (the driver) becomes the agent in the passive construction, while passengers becomes the subject.
The more challenging aspect of this transformation is the fixed expression make your way.
What’s interesting about these two examples is that the C2 question actually uses relatively basic passive grammar, whereas the C1 question requires a more sophisticated structure.
This illustrates an important point: a higher-level exam doesn’t necessarily mean that every grammatical structure being tested is more complicated. Vocabulary, fixed expressions and the ability to recognise how language works in context are equally important.
2. The passive voice in the Writing paper
This is arguably where the passive voice becomes particularly useful.
If you’re writing an essay, report, proposal or formal letter, you’ll often need to adopt a neutral or formal register.
One way to achieve this is by using the passive voice.
Let’s look at some examples from actual Cambridge student writing.
C2 Proficiency example
The following examples come from a C2 Proficiency candidate’s essay. Interestingly, this candidate achieved maximum marks across the assessment criteria.
That doesn’t necessarily mean the essay was perfect or completely free of mistakes. It means that the writing demonstrated the standard required to achieve the highest marks.
Consider this sentence:
It should be noted that the things that irritate people will vary.
This is an excellent example of the passive voice being used appropriately.
Compare it with:
People should note that the things that irritate people will vary.
The second sentence is grammatically correct, but the first is more impersonal and arguably more appropriate for the context.
Here’s another example from the same essay:
It was once considered…
The candidate could have written:
People once considered…
Again, there’s nothing grammatically wrong with the active version. However, the passive construction creates a more neutral, impersonal tone.
These are relatively simple grammatical structures, but they’re very effective.
C1 Advanced example
Let’s look at another example, this time from a C1 Advanced essay.
The candidate wrote:
It has to be said that…
Compare this with:
I have to say that…
Both expressions are grammatically correct, but the passive construction is less personal and can be more appropriate in a formal essay.
Here’s another example:
Rules can be placed differently.
The candidate has used the passive voice correctly here, although there’s a vocabulary problem. We don’t normally say place rules. More appropriate verbs would be set, impose or implement.
For example:
Rules can be set differently.
Stricter rules could be imposed.
New regulations need to be implemented.
The important point is that the candidate has recognised an opportunity to use the passive voice rather than unnecessarily identifying the people responsible for setting or imposing the rules.
An example of how to improve your writing
Now let’s look at a weaker example from a B2 First essay.
The candidate wrote:
I think that my country has problems with pollution to the environment like all other countries.
There are several ways we could improve this sentence, but let’s focus on the use of the passive voice.
One possible alternative would be:
It is believed that this country, like many others, has problems with pollution.
Notice how we’ve changed I think to It is believed.
We’ve also changed my country to this country, making the statement less personal and more general.
Here’s another example from the same student’s essay:
I don’t know what should we do.
Apart from the word order problem, this sentence is rather informal and personal for an academic essay.
One possible improvement would be:
It is not known what should be done.
We’ve used two passive constructions here:
It is not known.
What should be done.
However, there’s an even better alternative:
The correct course of action is not clear.
This is a more sophisticated way of expressing the same general idea.
The lesson here is that you shouldn’t simply use the passive voice because you want to demonstrate advanced grammar. You should use it when it helps you communicate your ideas more effectively.
Ultimately, that’s what Cambridge examiners are looking for.
3. The passive voice in the Speaking paper
You might associate the passive voice primarily with formal writing, but it’s also extremely common in everyday spoken English.
In fact, there are several expressions that you can use quite naturally in your Cambridge Speaking exam.
Here are five particularly useful examples.
1. I was born and bred in Madrid.
This is a very common expression meaning that you were born and grew up in a particular place.
Born and bred is a particularly natural way of talking about your hometown.
2. My hometown is known for its architecture.
We use is known for to describe something that a place or person is famous for.
Other possibilities include:
My hometown is renowned for its beautiful beaches.
The region is particularly well known for its traditional cuisine.
3. I’ve been told that the Earth is flat.
We use this expression when we want to report information without necessarily identifying who gave us that information.
It’s often unnecessary to mention the person responsible.
4. It’s said that AI will eventually take over the world.
This is another passive reporting structure.
We use expressions such as it’s said that, it’s believed that and it’s thought that to communicate general opinions or beliefs.
5. The photograph looks like it was taken at night.
This isparticularly useful in the collaborative and long-turn parts of the Speaking paper when describing photographs.
Notice the passive construction was taken.
These are all relatively straightforward expressions, but they’re natural, useful and appropriate for a wide range of speaking situations.
4. Why do we use the passive voice?
So far, we’ve looked at several examples of how the passive voice can be used in your Cambridge exam. But it’s also important to understand why we use it.
There are four main reasons.
A. To create a more formal or impersonal register
As we’ve already seen, the passive voice is particularly useful in formal writing because it allows us to present information without making everything about our personal opinions.
For example:
I believe that increased investment is needed.
Compare this with:
It is believed that increased investment is needed.
The second version is more impersonal and presents the idea as a general belief rather than an explicitly personal opinion.
B. To emphasise the action rather than the person performing it
Sometimes, the action itself is much more important than the person or people responsible for carrying it out.
For example:
Alien life has been discovered on Pluto.
The important information here is the discovery itself, not necessarily who made it.
We could add by scientists if we wanted to, but it’s not essential.
C. When the person performing the action is unknown or unimportant
For example:
The cathedral was built in the fifteenth century.
We don’t know who built the cathedral, and in this context, that’s not particularly important.
The focus is on the cathedral and when it was built.
D. To be less direct or less accusatory
The passive voice can also be useful when we don’t want to identify or directly blame the person responsible for something.
For example:
The project wasn’t finished on time.
This sentence doesn’t identify who failed to complete the project.
Perhaps it was Mary, perhaps it was the entire team, or perhaps there were circumstances beyond their control.
By using the passive voice, we can focus on what happened without directly accusing anyone.
5. How to form the passive voice
Finally, let’s have a quick look at how to construct a passive sentence.
Consider this sentence in the active voice:
Experts believe the Earth is spherical.
We have the familiar subject-verb-object structure:
Subject: Experts
Verb: Believe
Object: The Earth
To change this into the passive voice, we move the object to the beginning of the sentence.
The result is:
The Earth is believed to be spherical.
There are two important things to remember when forming the passive voice:
The verb to be must be used in the appropriate tense.
The main verb must be in the past participle form.
For example:
Active
Passive
They build houses.
Houses are built.
They built the house.
The house was built.
They are repairing the road.
The road is being repaired.
They have completed the project.
The project has been completed.
They will announce the results.
The results will be announced.
Notice that the tense of the original sentence is maintained through the appropriate form of to be.
We can also include the person or thing responsible for the action using by:
The novel was written by George Orwell.
However, it’s important to remember that the agent isn’t always necessary. In many cases, we omit it because it’s unknown, obvious or simply unimportant.
Final thoughts: Make the passive voice your priority
There are plenty of grammatical structures you need to study if you’re preparing for Cambridge C1 Advanced or C2 Proficiency.
Conditionals, relative clauses, cleft sentences, inversion and reported speech are all important.
However, if I had to choose one grammatical construction that offers the greatest versatility across the different parts of the exam, it would undoubtedly be the passive voice.
You can use it in Reading and Use of English, particularly in Key Word Transformations. It’s extremely useful in formal writing, where you need to demonstrate an appropriate register, and it also appears naturally in everyday spoken English.
But remember one important thing: using advanced grammar isn’t about making every sentence as complicated as possible. It’s about choosing the most appropriate grammatical structure for the context.
If you can use the passive voice accurately and naturally, you’ll have a very useful tool at your disposal, not just for your Cambridge English exam, but for your English in general.
Check out my Essential Grammar Course for more help with the most useful asvanced structures and concepts!
If you’re preparing for the Cambridge C1 Advanced (CAE) or C2 Proficiency (CPE) exam, having a good knowledge of phrasal verbs is essential. They frequently appear in the Reading and Use of English paper, particularly in the multiple-choice cloze and key word transformation tasks. They’re also extremely useful for improving the quality of your speaking and writing.
In this article, I’m going to introduce you to 10 common and particularly useful phrasal verbs for these exams.
These aren’t necessarily the most advanced phrasal verbs in English. In fact, that’s quite deliberate. At C1 and C2 level, it’s not simply about learning the most sophisticated vocabulary you can find. It’s about understanding how words are used in context, the words they commonly combine with (collocations) and the subtle differences in meaning between similar expressions.
Some of the phrasal verbs below might look relatively straightforward, but knowing precisely how to use them is what really matters.
Let’s take a look.
1. Bring about
Meaning: To cause something to happen, particularly a change or development.
We often use bring about when talking about changes, improvements or developments. One particularly common collocation is bring about change.
Example:
The law which was introduced last year brought about many changes.
Here, brought about means caused. However, notice how naturally this phrasal verb combines with the noun changes.
Other useful examples include:
The new government hopes to bring about significant improvements in the education system.
Technological advances have brought about considerable changes in the way we communicate.
The introduction of new regulations could bring about a reduction in air pollution.
Exam tip: Pay attention to the nouns that commonly follow bring about, particularly change, improvement, reform and development.
2. Go through
Meaning: To experience something, particularly a difficult or unpleasant situation.
Although go through can have several meanings, we’re focusing on its use when describing experiences, especially challenging ones.
It’s frequently used with nouns such as difficulties, hardship and a tough time.
Example:
After university, Sarah went through a tough time before she found a job.
In this sentence, went through means experienced. Sarah experienced a difficult period before finding employment.
More examples:
The company went through a difficult period following the financial crisis.
She’s been going through a lot recently, so try to be understanding.
Many families went through considerable hardship during the economic downturn.
Exam tip: Remember that go through is often associated with negative experiences. It’s a useful alternative to experience when discussing difficult situations.
3. Take on
Meaning: To accept responsibility for something, particularly a task, job or additional work.
We often use take on when someone agrees to accept additional responsibilities or undertakes something that requires time and effort.
Example:
Charles realised he had taken on too much when he had to work on Sunday morning.
In other words, Charles had accepted more work or responsibilities than he could comfortably manage.
More examples:
She’s reluctant to take on additional responsibilities at work.
The company has taken on several new employees to cope with the increased workload.
He decided to take on the responsibility of organising the annual conference.
Exam tip: Remember the expression take on too much. It’s particularly useful when discussing work, responsibilities and commitments.
4. Rule out
Meaning: To eliminate or exclude a possibility or option.
This is a particularly useful phrasal verb for formal writing, especially essays, reports and proposals.
Example:
They couldn’t rule out the possibility of human error.
This means they couldn’t eliminate the possibility that someone had made a mistake.
More examples:
The investigators have not ruled out the possibility of foul play.
We shouldn’t rule out alternative solutions before examining all the evidence.
The government has ruled out the possibility of introducing further restrictions.
Exam tip: Learn the collocation rule out the possibility of something. It’s particularly useful when discussing potential explanations, solutions or outcomes.
5. Come across
Meaning: To give a particular impression or appear to have a particular quality.
This is an interesting phrasal verb because the impression someone gives isn’t necessarily an accurate reflection of their personality or intentions.
It’s commonly followed by as and an adjective or noun phrase.
Example:
Caroline tried not to come across as pushy in her sales pitch.
Caroline wanted to avoid giving the impression that she was being too aggressive or trying to pressure potential customers into buying something.
More examples:
He sometimes comes across as arrogant, although he’s actually quite shy.
The candidate came across as confident and knowledgeable during the interview.
I didn’t mean to come across as unfriendly. I was just tired.
Exam tip: Remember the structure come across as + adjective/noun phrase.
Some particularly useful combinations include:
come across as arrogant
come across as confident
come across as unfriendly
come across as ignorant
come across as enthusiastic
6. Turn down
Meaning: To reject or refuse something, particularly an offer or proposal.
We frequently use turn down when talking about rejecting job offers, invitations, requests and proposals.
Example:
Mike had to turn down the job offer as he was unwilling to relocate.
In other words, Mike rejected the offer because he didn’t want to move to another part of the country.
More examples:
She turned down the opportunity to study abroad.
The company turned down our proposal because it was too expensive.
He was surprised when his application was turned down.
Exam tip: Remember that turn down is a separable phrasal verb. You can say turn down an offer or turn an offer down. However, when using a pronoun, it must go between the verb and particle: turn it down.
7. Get away with
Meaning: To avoid punishment or criticism for doing something wrong.
This phrasal verb is particularly useful when talking about situations in which someone does something they shouldn’t do but escapes the consequences.
Example:
The exam invigilator made sure no one got away with cheating.
In this case, the invigilator wanted to ensure that nobody escaped punishment for cheating in the examination.
More examples:
He thought he could get away with lying about his qualifications.
Some companies believe they can get away with exploiting their employees.
You can’t expect to break the rules and get away with it.
Exam tip: Pay attention to the grammatical structure:
Get away with + noun or -ing form
For example:
get away with murder
get away with cheating
get away with lying
get away with breaking the rules
8. Put up with
Meaning: To tolerate or accept something unpleasant or undesirable.
This is an extremely common phrasal verb in everyday English and one that you should definitely know if you’re preparing for C1 Advanced or C2 Proficiency.
Although tolerate is a perfectly good alternative, put up with is often more natural in everyday conversation.
Example:
The teacher refused to put up with the students’ repeated unpunctuality.
In other words, the teacher refused to tolerate the students repeatedly arriving late.
More examples:
I don’t know how she puts up with his constant complaining.
Employees shouldn’t have to put up with unacceptable working conditions.
We had to put up with a considerable amount of noise during the building work.
Exam tip: Remember that put up with is followed by a noun or an -ing form, not an infinitive.
For example:
I can’t put up with his behaviour.
She refuses to put up with being treated unfairly.
9. Come up with
Meaning: To think of, devise or invent an idea, plan or solution.
We often use this phrasal verb when someone produces an idea or finds a solution to a particular problem.
Example:
In the meeting, Olga came up with an ingenious solution to the problem.
In this sentence, came up with means thought of or devised.
More examples:
We need to come up with a more effective way of reducing costs.
The researchers came up with an innovative approach to tackling the problem.
Nobody has managed to come up with a satisfactory explanation.
Exam tip: Learn the collocations come up with an idea, come up with a solution and come up with a plan. They’re particularly useful in both speaking and writing.
10. Carry out
Meaning: To perform or conduct a task, experiment, investigation or study.
This is a relatively formal phrasal verb and is particularly useful in academic and professional contexts.
For this reason, it’s an excellent expression to have in your vocabulary when preparing for the Writing paper.
Example:
A study was carried out to evaluate the impact of remote working.
Here, carried out means conducted or performed.
More examples:
Further research needs to be carried out before any conclusions can be drawn.
The police are carrying out an investigation into the incident.
The experiment was carried out under carefully controlled conditions.
Exam tip: Remember these particularly useful collocations:
carry out research
carry out an investigation
carry out an experiment
carry out a survey
carry out a task
Final thoughts: How to learn phrasal verbs for C1 and C2
As you’ve probably noticed, not all of these phrasal verbs are particularly advanced. Some of them are relatively common expressions that you might already be familiar with.
However, there’s an important distinction between knowing what a phrasal verb means and knowing exactly how to use it.
For the Cambridge C1 Advanced and C2 Proficiency exams, you need to understand the context in which phrasal verbs are used, the words they commonly combine with and the grammatical structures that follow them.
Don’t simply memorise a list of phrasal verbs and their definitions. Pay attention to collocations, learn example sentences and practise using them in your own speaking and writing.
Remember, using a phrasal verb appropriately and naturally is much more valuable than trying to squeeze an unnecessarily complicated expression into a sentence just to impress the examiner.
If you’d like to take your vocabulary to the next level, you can also check out my Advanced Phrasal Verbs for C1 and C2 Englishcourse, where we explore a much wider range of expressions and their different meanings and uses.
If you’re preparing for the Cambridge C1 Advanced (CAE) exam and considering taking the C2 Proficiency (CPE), you might be wondering what actually changes between the two levels. Is C2 simply a more difficult version of C1, or are there other important differences you need to be aware of?
Having helped students prepare for Cambridge English exams for over 23 years, I’ve worked with thousands of candidates at different levels. One thing I’ve noticed is that many students progress quite comfortably from B1 to B2 and then from B2 to C1. However, when they reach C1 and start considering the step up to C2, they often have doubts about what’s involved.
Of course, C2 Proficiency is more demanding than C1 Advanced. However, the difference isn’t simply about learning more advanced vocabulary or mastering increasingly complicated grammar.
At C2 level, Cambridge examiners are looking for something more subtle: precision, nuance, flexibility and control.
Let’s look at the five main areas of the exams and examine what distinguishes C1 Advanced from C2 Proficiency.
1. Reading: Understanding nuance and implication
At C1 level, candidates need to demonstrate that they can understand complex texts, follow arguments, identify opinions and attitudes, and distinguish between main ideas and specific information.
This requires a high level of reading comprehension and the ability to understand sophisticated written English across a range of topics and text types.
At C2 level, however, candidates need to go a step further.
It’s no longer just about understanding what a writer says. It’s also about recognising what they imply, identifying subtle differences in meaning and interpreting the writer’s intentions.
For example, a writer might use irony, understatement or subtle humour to communicate an idea. Understanding the literal meaning of the words isn’t necessarily enough. You also need to recognise the underlying message.
This ability to interpret implied meaning and appreciate subtle nuances is particularly important at C2 level.
The key difference: At C1, you need to understand complex texts and follow sophisticated arguments. At C2, you also need to interpret subtle implications and recognise nuances that might not be immediately apparent.
2. Use of English: Precision and control
The Use of English paper is one of the distinctive features of the Cambridge English exams. It tests your knowledge of vocabulary and grammar and, importantly, your ability to use language accurately in different contexts.
At C1 level, you need an extensive knowledge of advanced vocabulary, including collocations, phrasal verbs and idiomatic expressions. You also need to demonstrate a good understanding of complex grammatical structures.
At C2 level, however, simply knowing advanced vocabulary isn’t enough. You need to demonstrate a much greater degree of precision and control over the language.
For example, knowing several sophisticated synonyms doesn’t necessarily mean you know how to use them appropriately. You need to understand the subtle differences in meaning, register and context that distinguish one expression from another.
The same applies to grammar. It’s not simply a question of recognising complex structures or knowing how to form them. You need to demonstrate that you can use grammatical structures accurately and appropriately, depending on the context.
The key difference: At C1, you need a wide-ranging knowledge of advanced vocabulary and grammar. At C2, you need to demonstrate exceptional control over how you use that language.
3. Listening: Interpreting implied meaning
There are some important similarities between the Reading and Listening papers, particularly when it comes to understanding nuance and implication.
At C1 level, candidates need to understand the main points of spoken texts, identify opinions and attitudes, and recognise the speakers’ intentions. They also need to follow discussions and understand how different speakers express and develop their ideas.
At C2 level, the emphasis shifts towards interpreting more subtle aspects of communication.
You need to understand not only what speakers say but also what they mean. This involves recognising implied meaning, identifying changes in attitude and opinion, and understanding the subtleties of how people communicate.
For example, a speaker might express disagreement indirectly rather than explicitly stating that they disagree. They might use irony, sarcasm or understatement to communicate their feelings.
Being able to recognise these subtleties is an important part of demonstrating C2-level listening skills.
The key difference: At C1, you need to understand complex spoken English and identify speakers’ opinions and attitudes. At C2, you need to interpret implied meaning and recognise more subtle changes in attitude, intention and perspective.
4. Speaking: Fluency, flexibility and spontaneity
This is arguably the area of the exam where the differences between C1 and C2 are most noticeable.
At both levels, examiners are looking for candidates who can communicate effectively, express and develop ideas, interact with their speaking partner and use a wide range of vocabulary and grammatical structures.
However, at C2 level, candidates are expected to demonstrate greater flexibility, spontaneity and control over their language.
One interesting feature of the C2 Proficiency Speaking paper is that the first two questions are predictable: candidates are asked where they live and whether they are currently working or studying.
This might seem surprising for the highest-level Cambridge English exam. However, there’s an important distinction between preparing for these questions and memorising answers.
I always recommend that my students think about how they might respond to these questions, but I strongly advise against learning complete answers by heart.
Why?
Because memorised answers often sound unnatural. They can lack spontaneity and make it difficult to maintain a natural conversation.
At C2 level, examiners want to see that you can communicate confidently and spontaneously, rather than simply reproduce prepared language.
Another common problem is that candidates try too hard to impress the examiners by using as many advanced expressions and complicated grammatical structures as possible.
This can have the opposite effect.
Using sophisticated vocabulary and complex grammar is certainly important, but only when it’s appropriate. If you’re constantly trying to squeeze advanced expressions into your sentences, your language can become unnatural and less effective.
The objective isn’t to demonstrate how many complicated words you know. It’s to communicate your ideas precisely and appropriately.
The key difference: At C1, you need to demonstrate effective communication and a good range of language. At C2, you need to combine this with exceptional fluency, spontaneity, flexibility and precision.
5. Writing: Sophistication, register and argumentation
Finally, let’s look at the Writing paper.
At both C1 and C2 level, candidates need to demonstrate that they can organise their ideas effectively, develop arguments and use appropriate vocabulary and grammatical structures.
However, there are some important differences in what examiners expect.
At C1 level, you need to demonstrate that you can produce well-organised texts using an appropriate register and tone. You also need to understand the conventions of different text types.
For example, an essay, a report and a review have different purposes and require different approaches. You can’t simply use the same style and register for every task.
At C2 level, these requirements become even more demanding.
Examiners are looking for greater sophistication in the way you communicate your ideas, develop arguments and organise information. Your writing needs to demonstrate a high level of linguistic control, with precise vocabulary and appropriately selected grammatical structures.
One of the biggest mistakes I see candidates make in the C2 Writing paper is trying too hard to impress the examiner.
They use unnecessarily complicated vocabulary, include complex grammatical structures that don’t really fit the context and sometimes lose sight of the purpose of the task.
Remember that sophistication doesn’t necessarily mean complexity.
A well-chosen expression that communicates your ideas precisely is often much more effective than an unnecessarily complicated alternative.
You also need to demonstrate that you can adapt your writing to different contexts, audiences and purposes. The tone and register of an essay, for example, should be clearly distinguishable from those of a review or report.
The key difference: At C1, you need to produce clear, well-organised texts with an appropriate register and a good range of language. At C2, you need to demonstrate greater sophistication, precision and control in the way you develop and communicate your ideas.
So, is C2 Proficiency really that much more difficult than C1 Advanced?
Yes, but perhaps not for the reasons you might initially expect.
The difference isn’t simply that C2 requires you to learn more vocabulary or use more complicated grammar. In fact, trying to impress examiners by using unnecessarily sophisticated language can actually work against you.
What really distinguishes C2 Proficiency is the level of control you need to demonstrate across all five skill areas.
You need to understand subtle nuances in written and spoken English, interpret implied meaning, use vocabulary and grammar with exceptional precision, communicate spontaneously and produce sophisticated, well-structured texts.
Ultimately, C2 is about using English with a level of precision, flexibility and naturalness that goes beyond simply knowing the language.
If you’re currently preparing for C1 Advanced and thinking about taking the next step towards C2 Proficiency, make sure you understand these differences before you start preparing.
